Mathematics Teachers’ Learning Through Inquiry

Detalhes bibliográficos
Autor(a) principal: Chapman, Olive
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25749/sis.3709
Resumo: Inquiry-based teaching strives to engage students in learning mathematics with understanding in the classroom. Therefore, there is great interest in supporting teachers to meet this pedagogical challenge by developing practices that promote such an educational environment at different school levels. A powerful way for teachers to learn and transform their teaching is through teacher inquiry. This paper presents a model for inquiry into mathematics teaching based on the perspectives of theorists directly associated with teacher education. This model is described as an overarching inquiry cycle in which teachers begin with practice, pose a pedagogical problem, understand a key construct in the problem, hypothesize an inquiry-teaching model, test/apply it, and finally revise/apply this model. This approach is illustrated with a self-directed professional development process aimed at helping elementary teachers to develop understanding of inquiry-based teaching of mathematics.
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spelling Mathematics Teachers’ Learning Through InquiryArticlesInquiry-based teaching strives to engage students in learning mathematics with understanding in the classroom. Therefore, there is great interest in supporting teachers to meet this pedagogical challenge by developing practices that promote such an educational environment at different school levels. A powerful way for teachers to learn and transform their teaching is through teacher inquiry. This paper presents a model for inquiry into mathematics teaching based on the perspectives of theorists directly associated with teacher education. This model is described as an overarching inquiry cycle in which teachers begin with practice, pose a pedagogical problem, understand a key construct in the problem, hypothesize an inquiry-teaching model, test/apply it, and finally revise/apply this model. This approach is illustrated with a self-directed professional development process aimed at helping elementary teachers to develop understanding of inquiry-based teaching of mathematics.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2013-12-19T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.3709eng2182-96402182-8474Chapman, Oliveinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:36Zoai:ojs.revistas.rcaap.pt:article/3709Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:48.922660Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Mathematics Teachers’ Learning Through Inquiry
title Mathematics Teachers’ Learning Through Inquiry
spellingShingle Mathematics Teachers’ Learning Through Inquiry
Chapman, Olive
Articles
title_short Mathematics Teachers’ Learning Through Inquiry
title_full Mathematics Teachers’ Learning Through Inquiry
title_fullStr Mathematics Teachers’ Learning Through Inquiry
title_full_unstemmed Mathematics Teachers’ Learning Through Inquiry
title_sort Mathematics Teachers’ Learning Through Inquiry
author Chapman, Olive
author_facet Chapman, Olive
author_role author
dc.contributor.author.fl_str_mv Chapman, Olive
dc.subject.por.fl_str_mv Articles
topic Articles
description Inquiry-based teaching strives to engage students in learning mathematics with understanding in the classroom. Therefore, there is great interest in supporting teachers to meet this pedagogical challenge by developing practices that promote such an educational environment at different school levels. A powerful way for teachers to learn and transform their teaching is through teacher inquiry. This paper presents a model for inquiry into mathematics teaching based on the perspectives of theorists directly associated with teacher education. This model is described as an overarching inquiry cycle in which teachers begin with practice, pose a pedagogical problem, understand a key construct in the problem, hypothesize an inquiry-teaching model, test/apply it, and finally revise/apply this model. This approach is illustrated with a self-directed professional development process aimed at helping elementary teachers to develop understanding of inquiry-based teaching of mathematics.
publishDate 2013
dc.date.none.fl_str_mv 2013-12-19T00:00:00Z
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.25749/sis.3709
url https://doi.org/10.25749/sis.3709
dc.language.iso.fl_str_mv eng
language eng
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2182-8474
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dc.publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
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